2. 27th Annual Conference on the First Year Experience February 18, 2008 San Francisco FYS as a Locus for Faculty Development: Creating Mini Learning Communities Kathleen Skubikowski Mary Ellen Bertolini Katy Smith Abbott Middlebury College

3. First-Year Seminars at Middlebury Original Program Goals Introduce First-Year Students to Small Courses Require a Second Writing Course Improve General Education Advising Encourage First-Year Students to Make Intellectual Connections within and between Disciplines

4. Within a First-Year Seminar framework, what might characterize an intellectual community?

5. First-Year Seminars at Middlebury Legislated Features Seminars are: Required in the First Semester Writing Intensive Limited to 15 Students Taught by Regular, Full-time Faculty Faculty: Are Students’ Academic Advisers Select Individual Seminar Topics Develop their Students’ Thinking, Writing, and Speaking Skills

6. First-Year Seminars at Middlebury Evolving Features Locus for Pedagogical Discussion and Experimentation Students Housed in Commons (dorm clusters) by Seminar Seminars Eligible for Resource Team: Peer Writing Tutor, Reference Librarian, Educational Technologist, and Peer Mentor (ACE)

7. THE TEACHABLE MOMENT STUDENTS and FACULTY encounter the new, the different, the unfamiliar anxiety and consciousness seeing/experiencing oneself differently feeling/being unprepared not entirely sure what’s expected retention is important variety of learning styles learning from peers addressing the whole person changing demographics

8. FYS FACULTY DEVELOPMENT VENUES “The Harvest Cycle” August Overnight Retreat on teaching writing on syllabus design on what binds us as a faculty May Half-day Workshop teaching goals syllabus planning teamed resources SEPTEMBER to APRIL Weekly Lunch Table Occasional Workshops “Talking About Teaching” Individual Conferences CTLR & FYS Websites Ward Prize SUMMER June Workshop Series “Exploring Pedagogies and Tools” AUGUST/SEPTEMBER Half-day Workshop goals review resource review advising advice Orientation preparation JANUARY Half-day Workshop for New Faculty

9. First-Year Seminars at Middlebury Evolving Features Locus for Pedagogical Discussion and Experimentation Students Housed in Commons (dorm clusters) by Seminar

10. The Commons System at Middlebury 5 Residential Communities First-years and sophomores continue in Commons Administrative structure --Commons Heads --Dean --Coordinator --CRA (Commons Residential Advisor) FYCs (First-Year Counselors)

11. First-Year Seminars and Commons What does it mean to affiliate? Benefits for Faculty --Relationship with Commons Head --Enhanced Advising (Dean) --Course Support Benefits for Students --close-knit intellectual community -- “Seamlessness”

12. First-Year Seminars at Middlebury Evolving Features Locus for Pedagogical Discussion and Experimentation Students Housed in Commons (dorm clusters) by Seminar Seminars Eligible for Resource Team: Peer Writing Tutor, Reference Librarian, Educational Technologist, and Peer Mentor (ACE)

13. First-Year Seminar Resource Team Innovation-- Staff and Peers Attached to Individual FYSE Reference Librarian-- the research contact person for students and faculty helps with research, supports research assignments teaches workshops on research fundamentals Educational Technologist-- provides, coordinates, facilitates technologies provides essential familiarity with the College's servers supports sophisticated multimedia projects and websites Peer ACE --Academic Consultant for Excellence helps students enhance academic planning skills works with students on optimum performance, study skills, stress management. Peer Writing Tutor --works with students on writing assignments facilitates peer critiquing groups either in class or outside provides oral presentation support

14. A Librarian Consults with Faculty Preparing for Seminars Offers Seminar-specific Workshops Creates Online or Print Resource Guides Holds Follow-up Sessions with Students Can Help Design Independent Student Assignments Provides Instruction in Copyright Compliance

15. How to use Library formats — collections, ILL, reserves, digital projects How to read citations, locate material How to recognize scholarly & popular publications — primary & secondary resources How to ask good questions How to evaluate and synthesize information How and why to cite materials How to avoid plagiarism and copyright infringements What Do We Want Students to Know about Research?

16. Basic Assignments Students locate online articles from citations provided by professor. Students find scholarly articles by searching subject index. Intermediate Assignments Students analyze topic by investigating popular & scholarly sources, and write about differences. Students find reviews of a work, then compare them, or write a response. Known Item and New Item Search Proper Citation Learn Scope of Library Resources Critical Thinking & Analysis Learning About Audience Comparison & Response

17. Prepare for an Interview Gather and write summary as background for interview List sources, annotating validity/usefulness and identify missing information Write Articles for Newspaper or News Magazine After reading results of a study, find existing news articles about same study Write comparison, discussing decisions and assumptions of each article Comprehensive Assignment Ideas: Utilizes Broad Range of Research and Writing Skills

18. Range of Tech Possibilities Absolutely Nothing Technology Orientation Course Web Site Audio Projects Podcasts Digital Stories Video-based Projects Games Remix Videos Virtual Reality Class Email Course Folders Electronic Discussion Wikis Blogs

19. Brief Technology Orientation Saving Work to Servers Overview of Technology at Middlebury Avoiding Lost Work Preventing Viruses, Spyware Accessing Segue can e-mail class (including self) can add support team to email list can attach documents –syllabus –readings –problem sets –handouts Available for Every Class

20. Custom Course Sites Or sites using Segue-- Middlebury’s easy to use, Web 2.0 friendly course management tool

21. Course Management & Web-based Discussion

22. High-end Use of Technology Wikis--quintessentially Web 2.0 Digital Media Projects Video Conferences Audio & Podcasting –Web sites for publishing audio –RSS feeds for subscribing to podcasts CTLR Summer Workshops--Pedagogy & Tools http://www.middlebury.edu/administration/ctlr http://www.middlebury.edu/administration/ctlr

23. Student Team Members ACEs & PWTs attached to FYSE Academic Consultants for Excellence (3.7+ GPA) Peer Writing Tutors (nominated by faculty) Peer Writing Tutors: Work with All Parts of the Writing Process Help with In-class Workshops Work with Oral Presentation Model Research Skills Convey Intentionality ACEs help first-years: Improve Performance Reduce Stress & Anxiety Balance Commitments on Time Master Complex Projects Enhance Reading Maximize Discussions Increase Healthy Coping Strategies

24. FYSE 1146: The World of the Italian Renaissance Artist Goals of the Course: Solid Introduction to Content: help students to understand the production of Italian Renaissance art as the result of a series of collaborations. Writing: Challenge students to think of themselves as “writers in progress,” and commit themselves to writing as a process. Oral Communication: establish active discussions within a community of scholars, with high expectation of a polished presentation at the end of the term. Strong research skills that go well beyond informational websites.

25. FYSE 1146: The World of the Italian Renaissance Artist Instructor’s Goals: New approach to familiar material Emphasis on context over chronology Reliance on a single, new text as the source for many of the questions raised in the course Possible model for an upper-level seminar?

26. FYSE 1146: The World of the Italian Renaissance Artist Achieving Goals: Institutional Support Reference Librarian Technology Consultant Peer Support Peer Writing Tutor ACE (Academic Consultant for Excellence) Content Support “Apprenticeship” with local artist Field trip to Clark Art Institute Presentation by upper-level seminar (HARC 401) Social/Intellectual Support Commons experience

27. Outcomes Case-Studies (a modest goal) Apprenticeship Research Writing Intellectual Community

28. Challenges Managing “the team” Ensuring effective use of institutional, peer, and Commons resources Motivating students to make use of resources

29. FYS1144: Jane Austen & Film Mini-Learning Community and Commons Seminar Goals: How to Achieve? Commons Support-- One Dean and proximate housing create community Financial and logistical support for special events Professionals and Trained Students Available to assist with goals throughout the semester Provide on-going support for assignments & projects

30. Trained Students: Peer Writing Tutors & ACEs Papers Special projects FYS1144: Jane Austen & Film

31. Professional Staff: Librarian & Educational Technologist Special Assignments Research-based Oral Presentation I-Movie FYS1144: Jane Austen & Film

32. Commons Money, space, resources make events possible. FYS1144: Jane Austen & Film

33. Professional Development Made my pedagogy transparent to my students. How did I develop professionally? Helped me let go of control (a little bit). Gave me a safety net to risk new things. “We achieved all these goals! Wow, we did learn a lot in this class, didn't we?”

34. So what might a learning community look like in which both students and faculty grow?

35. 1. Flexibility

36. 2. Serve Two Constituencies

37. 3. Self-Reflective

38. Kathleen Skubikowski, Katy Smith Abbott, Mary Ellen Bertolini Middlebury College FYS as a Locus for Faculty Development: Creating Mini Learning Communities Some materials contributed by Yonna McShane, Sheldon Sax, Jean Simmons, Jessica Holmes.